The purpose of this study was to determine the effects and social validity of an innovative method of self-monitoring for middle school students with high-incidence disabilities in inclusive settings. An updated self-monitoring procedure, called CellF-Monitoring, utilized a cell phone as an all-inclusive self-monitoring device. The study took place in an inclusive middle school classroom in central Florida with two students with high-incidence disabilities. A multiple baseline across participants single-subject design was employed. Results indicate that the CellF-Monitoring procedure is effective and socially valid. Limitations of the study are identified and opportunities for future research are discussed.
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